ILS565 - Library Management

In Basket Assignment

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Introduction

As the Director of The Metrono Library, a small liberal arts college, I currently have the responsibility for supervising nine full time employees. Of the nine positions, eight are currently filled. Since coming on board less than a year ago, I have conducted a benchmarking analysis of three other colleges in our region. What I have discovered is that our professional librarian ratio to full time students is less than that of our peer institutions. While we have 4 professional librarians, including myself, our peer institutions average between 5 and 11. In addition, while we have a total of 10 staff, our peer institutions average between 18 and 27. It is obvious that we are already at a distinct disadvantage, compounded by the fact that one MLS position is currently vacant.

Since funding is a contributing factor, I believe it is in my library’s best interest to increase support and funding for my institution. To that end, I have recently spearheaded an informal group of my colleagues to address these issues. Today and tomorrow I will be away for a significant amount of time and, wouldn’t you know, this morning, when I need the time to prepare my presentation, I arrive to find twelve messages requiring my attention on some level before I can confidently leave for the day. As I will be away until after lunch tomorrow, I need to address all on some level.

In looking at my commitment to the workshop, I know that I will need approximately 30 – 45 minutes to review my notes and prepare for my presentation. There is nothing worse than arriving for a presentation and finding a problem that requires the attention of an IT person. Add this to the 15 minutes it will take me to get there and I have basically two hours to handle the aforementioned business. I know from past experience that the messages I handle personally will probably take 20 minutes, so I can only address six at the most before I leave. If I handle five personally, I will probably be able to delegate several others.

There are a number of givens / problem areas that I have identified since assuming the role of Director. Listed in no particular order they are:

• Vacant Head of Technical Services Personality issues in Tech Services requiring mediation by a supervisor Blurred lines between Public and Access Services (these two divisions should probably be merged with additional staff assigned) as well as Technical Services
  
• A leak somewhere in the chain of confidential information 
• A supervisor who is something of a loose cannon prone to hyperbole Lax professional behavior all around that needs to be addressed 
• Unprofessional behavior on the part of one department head
  

It seems that all of the problems needing attention today are a direct result of or fall into one of these categories. I also am beginning to realize that I am to blame for some of these problems. It seems the employees I inherited were used to a more direct and authoritative style of management, while I am most comfortable with a more collaborative style. I have tried to encourage Al and Merle to step up and take a more direct role in managing their staff, but each seems more interested in undermining the other or avoiding work altogether. Their staff obviously knows this and either spends time bickering among themselves or taking advantage of my easygoing style. I really must do something about this when I get back.

For now, I decide to review the messages in the order in which they arrived and quickly sort them according to their urgency and my ability to respond in a timely fashion. While I estimate this will take 30 – 45 minutes, it will give me a good overview of what needs to be addressed and allows me time to think about and prioritize my response. Here are my thoughts on the morning’s messages. 

Message One - Late Employees

Al seems to be getting a dig in concerning my management style when he refers to “our lenient staff policies”. It seems that Ralph came in 10 minutes late and Al is interested in writing him up. He obviously has researched the policy manual and even goes so far as to state he has the authority to fire an employee for a “pattern of tardiness”. His email is asking me to deal directly with this employee although he works under Al. Obviously I don’t want Al starting a paper trail to terminate Ralph without exploring this further. Given this, I rate it important and not urgent. I will deal with it tomorrow.

Message Two - Warning from Hector

This is a perfect example of Hector’s hyperbole. I am not really sure what he is hoping to accomplish by this except transfer some of his anxiety to me. I guess he thinks that he is being helpful by giving me a “heads up” on the spot audits. Given this really doesn’t beg an immediate action, I place it onto pile three. I hesitate to categorize this as “unimportant”, as anything from Hector is important. The messenger, not the message is what makes this important and urgent. I will email Hector today to acknowledge and inform the staff tomorrow.

Message Three - The Technical Services Position

Here is a perfect example of the unprofessional behavior Merle exhibits all too frequently. It was my hope that by placing her in charge of the Search and Screening Committee that it would require her to handle it in a more professional manner. Was I wrong! Not only has she made what I feel is the wrong decision; her committee obviously hasn’t followed the criteria originally outlined for the selection process. This could prove to be tricky as I am well aware that rescinding the authority of a committee once it has been charged with a decision will undermine the future of the collaborative work environment that I am trying to develop. Regardless, this position is too important to be filled by someone based on her family’s traits and ability to get on well with the others i.e. Merle. What was I thinking giving this task to a committee I wasn’t part of? This is important and urgent and requires immediate attention today.

Message Four - Hector’s call about the windows

 Again, another example of Hector’s hyperbole; “slum-like and disgusting” seem strong words about windows. Although this is a seemingly unimportant issue, I will add it to my communication to Hector because the messenger makes it important and urgent.

Message Five - Overflowing toilet

While an overflowing toilet could present a health problem, the fact that Elmo handled it prevented an emergency situation. The plumbing needs to be looked at, not sure why this hasn’t been looked into as it appears to be a repeat situation. Place on pile 4 - Unimportant and not urgent. This can be delegated to Diane, my assistant to be handled today.

Message Six - Merle’s handling of the lost book

This is a perfect example of Merle’s unprofessional attitude and behavior. The fact that she is sending an email with inflammatory language about a patron is problematic. The fact that she has chosen to get into a no win situation with a patron over a situation that is murky at best is not reflecting on her ability to handle the demands of her job appropriately. The fact that she wants to go to the VP of Academic Affairs for a lost book charge does not speak well for her professional judgment. This needs immediate attention before the situation gets out of hand as well as requiring thought on my part as to how to address the growing list of problems with Merle’s performance. I would classify this as important and urgent requiring my personal response.

Message Seven - Pornography

My first thought is “Why is Merle viewing the cache on the public-use computers when that isn’t even her responsibility”? My understanding is that these computers fall into the realm of public services, which Al should be supervising. The fact that she has taken it upon herself to pursue this when a complaint has not been filed is problematic. As an institution of higher learning with a commitment to Intellectual Freedom, the fact that she is questioning the use of Internet filtering points to a poor fit with her position. This is another issue for discussion, and as such, falls into the important but not urgent category.

Message Eight - Computers on Fritz

This is from Diane concerning ongoing issues with the computers. The IT department needs to take care of this situation. It is obvious that they are giving Diane the run around from her previous treatment. They obviously need to get the message from me that this needs to be fixed and they need to come pick them up or arrange for someone to do so. This is Important and urgent as her work cannot be complete without a computer.

Message Nine - Ad Hoc task force 

Hector has impulsively decided to change the focus of our group from one discussing budget policy to a hatchet committee. As it seems he has switched positions informally, this needs to be addressed, but not in the manner he wishes. I refuse to come up with a list of positions to eliminate when we haven’t even explored other budget options and the library is already short on professional positions. I will need to respond immediately, if only to stall having to switch course at his whim.

Message Ten - Internet Abuse

This appears to be another issue between Merle and Al. It is unimportant in the scheme of my current messages and does not need to be handled immediately Messages Eleven and Twelve – Interpersonal Conflict in Tech. Services This petty argument needs to be dealt with before it escalates. I will ask Diane to arrange a time for both of them to come and talk to me individually on Tuesday and let them know that I am looking for a solution that meets both of their needs. I make a note to check if the policy is 68 degrees and look into a solution until a Department Head can be hired and take over this task.

Monday’s Response to the Messages

PRIORITY ONE - Delegate the Overflowing Toilet, Dirty Windows and Heat Issue

In Person - I call Diane into my office and thank her for passing along Hector’s message. I ask her to call the plant manager, report the toilet problem and let Elmo know that we are sending a work order. At the same time, I ask Diane to let Elmo know that I would like to him to clean the windows as soon as possible. I make a note to find Elmo tomorrow on my return and thank him for bringing the overflowing toilet to my attention as well as cleaning the windows (if in fact they were cleaned). Although it isn’t crucial, since I am speaking with Diane, I also ask her to let Mia and Sylvia know (separately) that I would like to schedule a meeting on Tuesday afternoon to begin addressing their issue.

PRIORITY TWO - Call the IT Department re: broken computers

Phone Call - I personally call the IT Department and tell them I want them to send someone over right away to pick up the computers that are not working, replace them with loaners, and give me a report on their status ASAP. I will follow-up with an email tomorrow afternoon.

PRIORITY THREE - Respond Personally to Merle re: Hiring, Fines, and Filters

EMAIL - Since it is critical that the hiring issue be addressed immediately and in writing, I email Merle that due to factors beyond the control of the selection committee a hiring decision will be postponed for the immediate future. I ask her to send an email to Jane Anne relaying this message and to cc the committee and me. In addition I ask that she please reinstate the patron’s services she froze and remove the fine from his/her record. There is no justification to accuse a patron when there is no proof and create ill will. I tell her that when I come back on Tuesday I would like to set up a time to talk about these two issues as well as the pornography viewing on the public access PCs. Since it is a public access issue and not an access services issue, at the meeting I will let her know that from this point forward, Al will handle this issue. Given that Merle is a problematic employee, I decide it is best to create a paper trail in all my communication with her.

PRIORITY FOUR - Email Hector about Committee, Internet Abuse and Windows

EMAIL - I decide to email Hector on my way out to let him know I will be putting significant thought into his request and that I will not be able to give my response the attention it deserves on such short notice given my attendance at the workshop. I tell him I will call him tomorrow afternoon and would like to arrange a time to meet with him on Wednesday to share my ideas and concerns prior to the Thursday meeting. I also let him know that the windows are being taken care of and the computer misuse addressed. Issues Dealt with on Tuesday

PRIORITY FIVE - Respond to Al re: Late Employees and Merle’s Internet Use

Delay - I decide to delay responding to Al’s emails re: tardiness and Merle. I plan to email him tomorrow about both issues and let him know that we will be meeting as a team in the near future to discuss policy issues recently brought up by Hector and other staff (Al being one and Merle the other). I would like to review standard policy in regard to employees, make certain both Al and Merle are on board, and then call a general staff meeting where it will be clarified what the policies are and how infractions will be dealt with and by whom. I will then enforce both Al and Merle assuming responsibility for the supervision of their staff.

PRIORITY SIX - Response to Message One, Two and Ten

EMAIL - I send a general email blast to all library employees regarding the email I received from Hector on the college administrations concerns about employee misuse of computers, ranging from personal surfing, pornography, etc. I also inform them that they plan to implement random spot checks and that I hope that we will receive a positive overall report. This general email should take care of Merle if in fact she is abusing the Internet policy.

PRIORITY SEVEN – Meet with Mia and Sylvia

IN PERSON – Since there is no Tech. Services Head, I meet with both Mia and Sylvia to try and reach a solution that will alleviate the conflict in the absence of someone who could diffuse their ill will toward each other. I have discovered that the college policy is in fact 68 degrees although it is never strictly enforced. I ask them to reach a compromise of 72 and encourage Sylvia to bring in a space heater (approved by Elmo) to warm her area.

PRIORITY EIGHT – Find Elmo and Thank Him for His Attention to Detail

In Person – I want to thank Elmo for handling the overflowing toilet and assure him that the plant maintenance will fix the underlying problem. I will also establish a timeline for keeping the windows and other area clean on a regular basis.

Conclusion

Reviewing and reinforcing current policy and procedures might address the majority of the problems encountered by our Director. In addition, because the position of Technical Services is open, this would be a perfect time to reorganize the structure of the library, combine Public and Access Services and possibly consider disciplinary action against Merle. At the least, job descriptions need to be reviewed and possibly rewritten and evaluations scheduled so areas that need improvement can be documented. While Al seems whiny and ineffective in his position, Merle seems passive aggressive and actively undermining the Director. Since the library isn’t unionized, it would be easier to perform these improvements, the sooner the better. In all, these situations give our Director a chance to identify areas where she can develop a more effective style of leadership and at the same time advocate with the administration for the development of her library.

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Sources References

 "Library Statistics Program Compare Public Libraries." National Center for Education Statistics. U.S. Department of Education Institute of Education Sciences. 17 Mar. 2009 <http://nces.ed.gov/>.

"Search for Schools, Colleges and Libraries." National Center for Education Statistics. U.S. Department of Education Institute of Education Sciences. 17 Mar. 2009 <http://nces.ed.gov/>.

“Standards for Libraries in Higher Education." Association of College and Research Libraries. June 2004. American Library Association. 12 Mar. 2009 <http://ala.org/>.

Assumptions Impacting Academic Librarianship

The ACRL Scan was conducted to “identify the major assumptions shaping the practice of academic librarianship, as well as to identify emergent issues of concern to the profession”(3). Three of the top ten assumptions they identified as impacting the future of academic libraries and librarians identified 1) the increased demand for digital resources, 2) student and faculty demand for increased access to a greater number of “technology-related services and technology-rich user environments”, and finally, 3) the confluence of technology and consumerism resulting in a demand for “high-quality facilities, resources, and services attuned to their needs and concerns”(4). This paper seeks to address how students perceive library services as identified in the OCLU survey and to look at how well libraries are responding to the issues raised.

Confluence of Technology and Consumerism

The 2007 Scan cites a 1997 study by Arthur Levine that found students’ lives don’t revolve around college and that they view college much as a consumer would. They are willing to shop around for the facilities that meet their needs and colleges are aware of this and are responding, although a bit reluctantly. Results from the Scan show a majority “agreed with this assumption, although some objected to using the term customer to identify a student … not [letting] the students’ immediate desires interfere with the library’s responsibility to … ‘integrate them into the world of scholarship’” (18).

How is this to happen then when librarian related services seem to take a back seat to the actual resources themselves? The Perceptions survey documented students’ preference for self-service and confidence in their abilities to find information through search engines, bypassing library Web sites and their electronic databases, and the personal help offered by reference librarians (6). If libraries are to maintain their traditional structure and not evolve into an information commons, they need to address these perceptions about the value of the services they provide aside from students’ perception of the library as a place.

Books ~ The Library Brand

College students seem to inherently express what S.R. Ranganathan penned over 50 years ago in The Five Laws of Library Science: 1) Books are for use. 2) Every reader his book. 3) Every book his reader. 4) Save the time of the reader. 5) The library is a growing organism (2004). It seems oddly out of place, then, in this digital age, that students surveyed view the business of the library much as Ranganathan did - as having to do with books. In Perceptions, authored by DeRosa et al., the primary goal of the survey was to clarify what came to mind when students were asked to define the library’s identity. “When asked about their first spontaneous impression of libraries, … 70% of college students” replied “books”. In this age of technological advances, with college students relying increasingly on digital information, the survey tried in a variety of way to determine if by “books” they meant that “books, in essence, stand for those intangible qualities of information familiarity, information trust and information quality. The data did not reveal it” (6-5). College students surveyed could not be swayed in their primary association of libraries as repositories for books. Clearly libraries need a new marketing strategy if they are to expand that brand to be seen as repositories for information in its broadest sense. 

How Students Use Libraries

While students stubbornly held onto “books” as the library brand, results in the Perceptions survey show they readily admit their library use decreased 39% as a result of internet use (6-1). Yet a surprising 90% of students have library cards, use the library for studying, homework and to access computers/ Internet, and expect this to increase over time. Students show “high levels of awareness of library electronic resources” (6-3) but their overall satisfaction is low – only 2% begin their searches on library Web sites (6-2) and only 10% were satisfied with the information they found when a search engine directed them back to their library collections (6-3).

How are libraries responding to students’ expressed dissatisfaction with electronic library collections? Apparently, not too well. Statistics show that libraries are spending an increasingly high percentage of available resources on electronic resources. “Experimental data collected by ARL libraries over the last decade indicate that the portion of the library materials budget that is spent on electronic resources is indeed growing rapidly, from an estimated 3.6% in 1992-93 to 10.56% in 1998-99”. When a significant percentage of budgets are spent on reference materials that are perceived as not helpful, libraries are falling short in meeting the raison d’etre of reference, mainly what Janes has identified as "provision of direct, professional assistance to people who are seeking information, at the time and point of need” (30). 

Information Seeking Behaviors

What is a librarian and, ultimately, a library to do about this? The goal of libraries is to meet the information needs of their patrons. The Perceptions survey showed that 89% of college students rely on search engines and while they trust the information they find with them equally with the information they find in libraries, only 10% were satisfied if they accessed information on the library Web site from that search engine (6-2).  The perception of students is that “search engines deliver better quality and quantity of information than librarian-assisted searching-and at greater speed”(p.6-4). Ragananthan’s Fourth Law “Save the time of the reader” seems prescient fifty years on (2004). Although speed is not at the top of the list, it is an important factor in information seeking behavior. This perception is a major stumbling block when it comes to colleges and universities trying to adapt to the changing climate of information seeking behavior among college students.

Remaining Relevant to Students

Colleges will need to address how they can remain relevant in the academic life of their students when “the data in this report show that libraries lack relevance in the lives of younger respondents, and that their resources and services are not clearly differentiated form other information sources” (DeRosa et al. 6-4). Although many students are aware of the electronic resources available through their library, they trust their own abilities to find what they need and state they use “common sense/personal knowledge” (6-4) to decide if the information can be trusted.

“If you can’s beat ‘em, join ‘em” is the approach recommended by Joseph C. Harmon, reference team leader of the university libraries at Indiana University – Purdue University. Instead of viewing students’ use of internet search engines with an all or nothing approach, he recommends not only helping students evaluate information they find through Google or Yahoo! searches, but also recommends encouraging them to use the open web. He bases this on his findings that many authoritative sources such as government and state agencies are increasing offering access to documents exclusively on the open web (2-3).

Search engines such as Google Scholar access peer-reviewed papers and their searches are frequently linked to the colleges’ collection. Harmon believes use of the open web will play a significant role in the future lives of students. As a result, it is in everyone’s best interest to instruct students in critical thinking skills necessary to evaluate the resources they access through their Internet searches (2-3). In addition to embracing students’ use of search engines, Notess believes “making their access seamless” when they do use the library’s online resources should be a goal most academic libraries should be addressing if they are to compete with Google (45). Based on the Perceptions survey and the advice students would like to give college libraries this seamless access does not appear to be happening.

Student Recommendations

Using the ‘student as consumer’ model, here are recommendations made when asked:
“If you could provide one piece of advice to your library, what would it be?”

• “Make the library more inviting and update your books”
• “Continue to support education and literacy…don’t be afraid to try new things and new methods”
• A smile goes a long way.  The environment, including the friendliness of the staff, makes a difference for me
• A search engine of their own
• I think this survey is right on track.  The libraries should look at community spaces like Starbucks and Borders, and should also look at the value of online material like Google, and they should try to be more relevant in the current age
• Our library staff is very busy and help is difficult to get while there.  I always have felt that I am an imposition if I ask a question.  This needs to change to a more friendly environment to encourage more visits. Have friendly staff who explain how the library works/is laid out to anyone who seems unfamiliar with libraries.
• Advertise                                                                             (DeRosa et al 4-1 – 1-10

Author Recommendations

This is where Ragananthan’s Fifth Law – The library is a growing organism comes into play. Clearly, college libraries stand at the confluence of traditional resources/services and technological advances. A general observation of college students at any given time will find the majority of them making use of technology. Students text message, call, twitter, download e-books or send pictures, and access the internet using any number of “killer apps” available for their mobile phones. This is the generation born to multi-task, frequently having numerous windows open while researching, writing papers, watching YouTube, doing homework, or just surfing the net as a downtime activity. Listed below are this authors recommendations that college libraries would be wise to consider in an effort to remain relevant in the lives of today’s (and future) college students. 

• Clearly differentiate to students how libraries’ resources and services are different from other information sources.
• Institute training in using the internet for research
• During orientation, librarians need to be actively involved in planned activities, possibly scavenger hunts in the library using resources or Jeopardy type games pitting electronic resource teams against internet based teams – remember they’re still kids and like to have fun
• Offer programs that appeal to this age group at the beginning of the term to encourage them to come and use the resources
• Host poetry slams and readings that reach out to students, possibly co-sponsor these with the student activities coordinator
• Use campus wide email or listservs to inform students of new materials and resources available to them
• Engage students by using library 2.0 tools, including polls, blogs and wikis on the Web site
• Revisit the university or colleges information literacy programs and make recommendations when weaknesses are identified.
• Streamline the website – frequently too much information is listed - possibly create a fast facts type link for quick search options – two to three at the most
• Be friendly and non-judgmental in your approach to their information needs

The most critical element is to not lose sight of the importance of doing what libraries do best – provide information in a friendly user-centered approach at the time of need where it is needed and don’t be so full of ourselves that we neglect to embrace the changes required to regain a place of relevancy in the lives of today’s college students.

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Works Cited

"College Students’ Perceptions of Libraries and Information Resources," OCLC, 2006.
<http://www.oclc.org/reports/pdfs/studentperceptions_conclusion.pdf>

DeRosa, M.B.A, Cathy, Joanne Cantrell, Diane Cellentani, M.B.A., Janet Hawk, M.B.A., Lillie Jenkins,
    Ph.D., M.S.I.S., and Alane Wilson, M.L.I.S. "Perceptions of Libraries and Information
    Resources(2005) Perceptions of Libraries and Information Resources (2005)." OCLC The world's
    libraries. Connected. 2005. OCLC. 11 Feb. 2009 <http://www.oclc.org/default.htm>.

Harmon, Joseph C. "Let Them Use the Internet: Why College Instructors Should Encourage Student
    Internet Use." College Teaching 55.1 (01 Jan. 2007): 2-4. ERIC. EBSCO. SCSU, New Haven, CT.
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Kyrillidou, Martha. “Research Library Spending on Electronic Scholarly Information is on the Rise.”1998-99. The Association of Research Libraries. 2 Feb. 2009
    <http://74.125.47.132/search?q=cache:S07ORRlql8MJ:www.arl.org/bm~doc/spend.pdf+library+
    spending+on+electronic+resources&hl=en&ct=clnk&cd=1&gl=us&client=firefox-a

Notess, Greg R. "Re-Evaluating Web Evaluation." College Teaching 55.1 (Jan/Feb 2006): 45-47. ERIC. EBSCO. Stonehill College, Easton, MA. 153Feb. 2009 <http://0-
    search.ebscohost.com.library.stonehill.edu/ehost/refresults?vid=13&hid=104&sid=998d665>.

Ranganathan, Shiyala R. "Contributions." Shiyali Ramamrita Ranganathan. 24 Mar. 2004. University of British Columbia. CA. 6 Feb. 2009 <http://www.slais.ubc.ca/>.